The Blended Baccalaureate Solution Deborah L Floyd Florida

The Blended Baccalaureate Solution Deborah L. Floyd Florida Atlantic University Albert L. Lorenzo Macomb Community College Baccalaureate Association International Conference, New York March 5, 2005

Introduction & Overview Ø The role of community colleges in serving students with baccalaureate interests is often defined as an “either/or” solution Ø In reality, various options run along a continuum of institutional responses Ø This session will – § Describe the continuum of institutional responses § Discuss the associated benefits and limitations § Encourage participant ideas and insights 2

Educational Attainment The increase in adult educational attainment levels in the United States during the last half of the Twentieth Century is nothing short of spectacular. 3

Educational Attainment 2000 Census Data – Highest Credential of Age 25+ Year Less than High School Graduate Some College Bachelor’s and Above 2000 1990 16. 0% 22. 4% 33. 1% 38. 4% 25. 4% 17. 9% 25. 6% 21. 3% 1980 31. 4% 36. 8% 14. 9% 17. 0% 1970 1960 44. 8% 59. 0% 34. 0% 24. 6% 10. 2% 8. 8% 11. 0% 7. 7% 1950 65. 7% 20. 7% 7. 3% 6. 2% 1940 75. 5% 14. 3% 5. 5% 4. 6% 4

“Aspirations for baccalaureate education will continue to grow, and, true to their heritage, community colleges will search for ways to respond. ” 5

Baccalaureate Continuum Ø Articulation Agreements Ø Degree Connections Ø Dual Degrees Ø Integrated Baccalaureates Ø University Centers Ø Community Development Partnerships Ø University Extension Centers Ø Baccalaureate Authority 6

Articulation Agreements Ø Formal agreements between the partner institutions Ø Focused on traditional 2+2 curriculum culminating in a 4 -year degree Ø Serves as a basic transfer guide for students and advisors Ø Information is made available through print and electronic sources Ø The concept evidences the curriculum relationship between the institutions 7

Degree Connections Ø Focuses on the students’ “preferred paths” to four-year degree completion Ø Selected number of articulation agreements are aggressively managed and jointly promoted Ø Partner and program selection is based on popularity, viability, and labor market needs Ø Provides students enhanced ability to “self advise” Ø The practice evidences the special value of selected transfer program 8

Dual Degrees Ø Builds upon Degree Connection concept Ø Partners commit to the completion of both associate and baccalaureate degrees Ø Dual acceptance and orientation to both institutions during the first year Ø CC students are required to develop a four year educational plan Ø Reverse transfer is used if needed to complete the requirements of the associate degree 9

Dual Degrees Ø Joint efforts to support recruitment, admissions, advising, and financial aid Ø Access to a common student data base; information is shared and flows easily Ø Intended to increase the probability of completing a baccalaureate degree Ø The concept evidences a joint commitment to degree completion 10

Integrated Baccalaureates Ø Four-year program is housed along side the two-year program in a campus or community facility. Ø Achievement of a four-year degree is part of a student’s initial academic plan. Ø Curriculum is integrated and coherent, and is typically in the applied domain. Ø The partner is committed to the Dual Degree concept, and accepts 60 or more credit hours upon transfer. 11

Integrated Baccalaureates Ø The partner usually assigns site-based faculty and/or support staff Ø Evidences a joint commitment to enhancing access, and deriving mutual institutional and student benefits from co-locating coursework and staff 12

University Centers Ø 4 -year programs housed on 2 -year campuses (or in neutral area of the community) Ø Often include multiple partners and programs Ø Selection based on popularity and viability Ø Partners are restricted to upper division courses Ø All programs are supported by articulation agreements; many are offered through Degree Connections or as Dual Degrees Ø Evidences a joint commitment to enhancing access to baccalaureate degrees 13

University Center Models University Center Ø Co-Location Model Ø Enterprise Model Ø Virtual Model Ø Integrated Model Ø Sponsorship Model Ø Hybrid Model 14

University Center Models Ø Co-Location Model – Partners share physical space, but few other connections Ø Enterprise Model – Consortium develops and operates an independent and typically freestanding higher education center (UC at Dallas, UC at Greenville) Ø Virtual Model – Partners offer all upper division course work online, but provide for on campus support services (Franklin University) 15

University Center Models Ø Integrated Model – Shared physical space and integrated curriculum, student affairs, library, etc. (Brevard CC/U of Central Florida) Ø Sponsorship Model – CC takes leadership role in determining programs and partners; typically in a freestanding facility (University Center at Macomb CC) Ø Hybrid Model – CC operates a UC and also confers bachelor’s degrees (St. Petersburg (FL); Georgian Colleges (Ontario) 16

Community Development Partnerships Ø Builds upon a University Center or Integrated Baccalaureate Degree partnership Ø Commitment to provide site-based access or linkages to the “intellectual capacity” of the partner university Ø The partner’s programs and services contribute to the economic, social and/or cultural vitality of the community 17

Community Development Partnerships Ø The university establishes a highly visible local presence, usually with the CC Ø Evidences a joint commitment to enhance community access to the educational, research, and public service components of the university partner’s mission 18

University Extension Models (diverse forms of state governance blur distinctions) Ø Two-year campus transforms into an extension center or branch of a university § University of West Virginia – Parkersburg (formerly Parkersburg CC until 1989) § University of Arkansas at Fort Smith – (formerly Westark Community College until 2002) § Oklahoma State University – Okmulgee (land grant university campus, highest degree associate, now approved for technical baccalaureate degrees in certain fields) 19

Baccalaureate Authority Ø Community College is given the full authority to grant four-year degrees Ø Often limited to applied or workforce baccalaureate degrees Ø Community college is responsible to meet accreditation, licensure, and certification requirements Ø May be offered in addition to other forms of baccalaureate partnerships 20

Blended Baccalaureate Solution (One size does not fit all. ) Ø Articulation Agreements Ø Degree Connections Ø Dual Degrees Ø Integrated Baccalaureates Ø University Centers Ø Community Development Partnerships Ø University Extension Centers Ø Baccalaureate Authority 21

Issues & Questions to Ponder … just a few Ø Is one model of delivery more effective than another? Outcomes? Measures? § Articulation Models § Certification and post baccalaureate partnership Models, especially teacher ed. § University Extension Center Models § University Center Models § Community College Baccalaureate Models 22

…. More issues Ø Curriculum - What are the curricular areas of focus? Workforce and applied? Are these programs meeting unmet needs in the workforce? Ø Reasons and motivation - Why are community colleges moving in this direction? Ø Is this congruent with our mission? 23

Fiscal Ramifications - questions Ø What are the real costs of community college baccalaureate programs? Ø How do these costs compare with university programs? Ø Is one model more cost effective than the other? Ø Should community college faculty teaching upper division courses be paid more money? 24

Looking to the future… Ø What happens to community college students who graduate from a program (based on these models) Success? Retention in profession? Variations by model? Ø Who will assume the research agenda for this movement so decision makers have good information for policy making? Ø Will these changes in community colleges alter the fabric of these colleges as we know them? If so, in what ways? 25

Hamlet on the Future of Community Colleges … “Two years, or not two years, that is the question. ” 26